Talking to Strangers About Science: Youth Facilitators and Family Learning at the Natural History Museum

Abstract

Dioramas are an iconic part of natural history museums that present complex scientific content in a naturalistic scenic setting. Museums have struggled with how best to help visitors view and engage in learning at these exhibits. Recognizing the importance of human facilitation around these exhibits, we conducted a study to explore conversational interactions between families and facilitators designed to support learning. This study included 27 family interactions (adults plus children aged 5–16) with seven college-aged facilitators at five different exhibit areas in the museum. Results highlight the richness and challenges of developing these interactions, including the ways that facilitators engaged families in talking about topics exhibited, asking questions, and the role of trust and family support in creating productive family conversations.